72
Didactics of Modern Languages
UNIVERSITÀ DEGLI STUDI DI NAPOLI "L'ORIENTALE"
Overview
Date/time interval
Syllabus
Course Objectives
The educational objective of the course is the acquisition of knowledge about theoretical and applied aspects of learning Italian as a second and foreign language in different learning and teaching contexts.
EXPECTED LEARNING OUTCOMES
At the end of the course, students will be able to present the main theories of second language learning; analyze the varieties of learning in L2 Italian and discuss the main factors involved in the development of the stages of interlanguage; use the Common European Framework of Reference with reference to the training needs and motivations of different types of learners; analyze an L2 Italian syllabus and curriculum in different contexts and for different audiences; and reflect on the development of metalinguistic competence and strategies for teaching grammar.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
Student must demonstrate knowledge and understanding of issues related to the learning and use of Italian as a nonnative language; the ability to develop personalized analysis and argumentation of utterances and interactional sequences of non-native speech, to be able to detect the main phenomena related to interlingual and intercultural communication, and to be able to discuss the problems of learning L2 Italian, with particular attention to metalinguistic competence.
ADDITIONAL EXPECTED LEARNING OUTCOMES
Autonomy of judgment:
Students will be able to understand and critically discuss the results of scholarly studies in the field of acquisitional linguistics and the didactics of L2 Italian and will be able to integrate information from different sources, relating it to acquired knowledge.
Communicative skills:
The student will be able to communicate clearly and comprehensibly the basics of the discipline, be able to extract and synthesize relevant information, be able to communicate effectively and with the correct terminology both orally and in written form, and be able to summarize and disseminate information.
Learning skills:
Students will be able to understand and comment on a scholarly text in acquisitional linguistics and L2 Italian didactics and update the acquired skills by following scientific advances in the field.
Course Prerequisites
A good knowledge of the basic concepts of general linguistics and Italian linguistics is essential.
There are no propaedeuticities.
Teaching Methods
Frontal lectures characterized by strong interactivity will be used during which the active participation of students is required, as well as thematic in-depth studies on the teaching of grammar proposed to the students, who in small groups will have to discuss, analyze and report back to the classroom on the results achieved.
Assessment Methods
The examination is oral and is conducted in Italian. Grading is in 30ths and is based on:
Adequacy of disciplinary vocabulary and terminological accuracy
Communicative efficiency in exposition
Rigour in the exposition of theories and notions
Correctness of references to scientific literature
Interpretive relevance of contents
Richness and articulation of connections
Relevance in the application of methodologies, techniques, tools
Originality in the elaboration of knowledge
Relevance of personal analysis.
Texts
Diadori, P. (eds) (2019), Insegnare italiano L2, Milano, Mondadori.
A reading pack on "Metalinguistic competence and grammar teaching/learning" will be provided:
Graffi G., “Teorie linguistiche e insegnamento della grammatica”, in Studi AItLA 2, pp. 297-211.
Calaresu E., “Dialogicità e grammatica”, in Studi AItLA 5, 2016, pp. 13-27.
Dal Negro S., “Il dialogo nella riflessione grammaticale esplicita”, in Studi AItLA 5, 2016, pp. 45-57.
Dal Negro S., “Egli, esso, lui, ello: La varietà di lingua nella riflessione grammaticale”, in Studi AItLA 6, 2018, pp. 65-78.
Montuori F., “Il ruolo della grammatica nella formazione linguistica fra scuola e università, in Studi Linguistici Italiani 36, 2010, pp. 212-259.
Lavinio C., “(In)competenze metalinguistiche di base in laureati in Lettere”, Italiano LinguaDue, 2011, pp. 258-291.
Nobili C., “Lo scritto tra (in)competenze metalinguistiche in italiano LS e L1: contesti diversi, problemi comuni”, Italiano LinguaDue, 2020, pp. 159-172.
Andorno C., “Quando i bambini fanno i linguisti. Osservare la competenza metalinguistica in un laboratorio di Éveil aux langues”, Italiano LinguaDue, 2020, pp. 353-369.
Lo Duca M. P., “Le prove di grammatica dell’INVALSI e la progressione dei contenuti grammaticali: il caso del soggetto”, in Studi AItLA 6, 2018, pp. 123-138.
Duso E.M., “Il mal gusto di grammatica: come fare grammatica senza disgustare gli studenti internazionali”, Italiano LinguaDue, 2018, pp. 99-121.
For non-attending students: Giunchi P., Roccaforte M., La grammatica tra acquisizione e apprendimento, Roma, Carocci, 2021.
Contents
TOPICS
1. Teaching-Learning contexts of Italian as a second and foreign language
2. Theoretical approaches to second and foreign language acquisition and learning
3. Interlanguage
4. Skills for learning L2 Italian.
5. Models, methods and teaching strategies
7. Teaching communication and classroom management
8. Verification, assessment, self-evaluation, certification
9. Grammar reflection and learning
Course Language
Italian
More information
For non-attending students (12 credits), additional reading is required: Giunchi P., Roccaforte M., La grammatica tra acquisizione e apprendimento, Rome, Carocci, 2021.
For the 8-credit course, the bibliography consists of:
Diadori, P. (ed.) (2019), Insegnare italiano L2, Milan, Mondadori.
Non-attending students are required to read the following additional text: Giunchi P., Roccaforte M., La grammatica tra acquisizione e apprendimento, Rome, Carocci, 2021.